Analysis of the relativistic dynamics approach in high school and university textbooks
This research analyses the main arguments for revising the classical concepts of momentum, mass and energy, in the teaching of relativistic dynamics in (N=18) high school and basic university textbooks through inductive categorization. It analyses how the educational level to which the texts are dir...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39833 |
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I10-R316-article-398332023-09-12T17:03:18Z Analysis of the relativistic dynamics approach in high school and university textbooks Análisis del enfoque de la dinámica relativista en los libros de texto de secundaria y la universidad González, Richard Otero, María Rita Arlego, Marcelo Relativistic dynamics Textbooks Teaching and Learning of Special Relativity Dinámica relativista Libros de texto Enseñanza-aprendizaje de la relatividad especial This research analyses the main arguments for revising the classical concepts of momentum, mass and energy, in the teaching of relativistic dynamics in (N=18) high school and basic university textbooks through inductive categorization. It analyses how the educational level to which the texts are directed influences the arguments for the revision of classical dynamics and its strategies, in addition to characterizing the use of experiments, images, and the relevance of studying the relativistic dynamics exposed by the different texts.There is evidence of a preference for university books to review in the first instance the concept of momentum for the subsequent analysis of dynamic magnitudes, while in high school books the concepts of momentum, mass and energy are reviewed equally for theintroduction of relativistic dynamics. Finally, some considerations and discussions are made about the consequences that this study entails for the teaching of relativistic dynamics Esta investigación analiza las principales justificaciones para la revisión de los conceptos clásicos de cantidad de movimiento, masa y energía, en la enseñanza de la dinámica relativista en 18 libros de enseñanza secundaria y universitaria básica. Se realiza una categorización inductiva analizando la influencia del nivel educativo al que están dirigidos los textos en las justificaciones para la revisión de la dinámica clásica y sus estrategias, además de que se caracteriza el uso de los experimentos, imágenes, y la relevancia de estudiar ladinámica relativista expuesta por los distintos textos. Se evidencia una preferencia por los libros universitarios de revisar en primera instancia el concepto de cantidad de movimiento para el posterior análisis de las magnitudes dinámicas, mientras que en los libros desecundaria se revisan los conceptos de cantidad de movimiento, masa y energía de forma equitativa para la introducción de la dinámica relativista. Finalmente se realizan algunas consideraciones y discusiones en torno a las consecuencias que conlleva este estudio parala enseñanza de la dinámica relativista. Asociación de Profesores de Física de la Argentina 2022-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39833 Journal of Physics Teaching; Vol. 34: Extra Issue: Selection of papers submitted to SIEF; 211-219 Revista de Enseñanza de la Física; Vol. 34: Número Extra: Selección de Trabajos presentados a SIEF; 211-219 Revista de Enseñanza de la Física; v. 34: Edição extra: Seleção de artigos enviados ao SIEF; 211-219 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39833/39961 Derechos de autor 2022 Richard González, María Rita Otero, Marcelo Arlego http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Relativistic dynamics Textbooks Teaching and Learning of Special Relativity Dinámica relativista Libros de texto Enseñanza-aprendizaje de la relatividad especial |
| spellingShingle |
Relativistic dynamics Textbooks Teaching and Learning of Special Relativity Dinámica relativista Libros de texto Enseñanza-aprendizaje de la relatividad especial González, Richard Otero, María Rita Arlego, Marcelo Analysis of the relativistic dynamics approach in high school and university textbooks |
| topic_facet |
Relativistic dynamics Textbooks Teaching and Learning of Special Relativity Dinámica relativista Libros de texto Enseñanza-aprendizaje de la relatividad especial |
| author |
González, Richard Otero, María Rita Arlego, Marcelo |
| author_facet |
González, Richard Otero, María Rita Arlego, Marcelo |
| author_sort |
González, Richard |
| title |
Analysis of the relativistic dynamics approach in high school and university textbooks |
| title_short |
Analysis of the relativistic dynamics approach in high school and university textbooks |
| title_full |
Analysis of the relativistic dynamics approach in high school and university textbooks |
| title_fullStr |
Analysis of the relativistic dynamics approach in high school and university textbooks |
| title_full_unstemmed |
Analysis of the relativistic dynamics approach in high school and university textbooks |
| title_sort |
analysis of the relativistic dynamics approach in high school and university textbooks |
| description |
This research analyses the main arguments for revising the classical concepts of momentum, mass and energy, in the teaching of relativistic dynamics in (N=18) high school and basic university textbooks through inductive categorization. It analyses how the educational level to which the texts are directed influences the arguments for the revision of classical dynamics and its strategies, in addition to characterizing the use of experiments, images, and the relevance of studying the relativistic dynamics exposed by the different texts.There is evidence of a preference for university books to review in the first instance the concept of momentum for the subsequent analysis of dynamic magnitudes, while in high school books the concepts of momentum, mass and energy are reviewed equally for theintroduction of relativistic dynamics. Finally, some considerations and discussions are made about the consequences that this study entails for the teaching of relativistic dynamics |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39833 |
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2024-09-03T20:40:57Z |
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